Emotional school engagement among minority youth: The relevance of cultural identity, perceived discrimination, and perceived support

Göbel, Kerstin; Preusche, Zuzanna M.

doi:10.1080/14675986.2019.1616263

Cited by 39 publications

(37 citation statements)

References 40 publications

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“…National identity was related to greater school engagement for immigrant descent adolescents, like what other studies have found (Berry et al, 2006;Göbel & Preusche, 2019;Schotte et al, 2018). However, national identity was unrelated to physiological stress, depressive symptoms, and disruptive school behavior, like other studies whose findings were inconclusive on its direct association with more general psychological well-being (Göbel & Preusche, 2019;Schachner et al, 2016;Schotte et al, 2018).…”

supporting

confidence: 62%

“…Adolescents of immigrant descent with stronger national identities show better school adjustment; for instance, they tend to have higher levels of motivation and academic achievement (Berry et al, 2006). Adolescents of immigrant descent in Germany with stronger national identities also report greater motivation, engagement, and achievement in school, whereas findings were inconclusive concerning a direct association with psychological well-being (Göbel & Preusche, 2019;Schachner et al, 2016;Schotte et al, 2018).…”

Section: Sense Of Belonging To a Cultural Group Through Heritage And National Identitiesmentioning

confidence: 99%

“…Germany, with its long-standing history of immigration, in recent years has continued to record among the highest arrivals of immigrants and asylum-seekers in continental Europe (Bundesamt für Migration und Flüchtlinge, 2018). Youth of immigrant descent in Germany are of no expection from being confronted with ethnic discrimination risks (Göbel & Preusche, 2019), but understanding the links between discrimination and adjustment and what may weaken these links remains understudied in this context.…”

mentioning

confidence: 99%

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Discrimination Among Youth of Immigrant Descent in Germany

Kunyu

Juang

Schachner

et al. 2020

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Abstract. Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent in Germany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects of discrimination on adjustment. Our sample included 439 7th-grade adolescents (51 % female, Mage = 12.4 years) of immigrant descent from 15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms, and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teachers were associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination and forms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for those with higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacher relatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protective factor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachers may exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role of heritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences.

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supporting

confidence: 62%

Section: Sense Of Belonging To a Cultural Group Through Heritage And National Identitiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Discrimination Among Youth of Immigrant Descent in Germany

Kunyu

Juang

Schachner

et al. 2020

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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“…Children rate each item on a 5-point scale from 1 (never) to 5 (all of the time). This measure has shown good reliability with alphas in previous studies ranging from 0.72 to 0.90, and scores on the SES have also shown strong relationships with teacher/peer support and child satisfaction (Göbel and Preusche 2019 ; Yang et al 2020 ). In the current sample, alpha was 0.92 at time 1 and 0.93 at time 2.…”

Section: Methodsmentioning

confidence: 94%

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers’ Use of Reward and Discipline

Hwang¹,

Waller

Hawes

et al. 2020

J Abnorm Child Psychol

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Callous-unemotional (CU) traits have been associated with atypical responses to reward and punishment cues, with evidence suggesting that such traits may shape caregiver use of reward and punishment practices over time. To date, research has predominantly focused on parental rewards and discipline, with far less attention paid to teacher behavior management strategies. The first aim of the current study was to investigate the potential moderating effect of CU traits on the relationship between teacher classroom management strategies (rewards and discipline) and two important school-related outcomes: student engagement and academic motivation. The second aim was to examine whether CU traits were related to teachers’ use of discipline and reward strategies over time. Children attending South Korean primary schools ( N = 218; aged 10–12 years; 52% boys) reported on CU traits, antisocial behavior, teacher classroom management strategies, school engagement and academic motivation at two time points (the beginning and end of a single academic year). First, harsh teacher discipline predicted lower school engagement, but only for children low in CU traits. Second, cross-lagged longitudinal models showed that CU traits predicted decreased use of teacher rewards, over and above associations with antisocial behavior. CU traits were not related to harsh discipline cross-sectionally or longitudinally in models that accounted for antisocial behavior. Findings show that CU traits are related to reduced sensitivity to teacher discipline, suggesting that teachers may need additional support to implement both discipline and reward-based strategies with children high in these traits. Electronic supplementary material The online version of this article (10.1007/s10802-020-00663-2) contains supplementary material, which is available to authorized users.

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“…However, there is another body of research which claims that a certain orientation towards a pupil's needs is part of the professional competence of teachers, and a certain degree of pupil orientation is necessary to support school engagement and achievement by all the pupils. Studies show that the more teachers are emotionally supportive, the more pupils engage in school and the less likely they are to drop out of school (Göbel & Preusche, 2019;Teuscher & Makarova, 2018). Some results also indicate that whilst this is true for all pupils, atrisk pupils, pupils from socially disadvantaged backgrounds and immigrant pupils benefit most.…”

Section: Institutional Demands Learner Needs and Teacher Strategiesmentioning

confidence: 99%

The gap between learners’ personal needs and institutional demands in second chance education in Germany

Schuchart¹,

Bühler-Niederberger

2020

International Journal of Lifelong Education

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In Germany about half of the adult learners who start second chance education drop out before graduation. In this paper we aim to contribute to an explanation for this low success rate. We focus on the normative expectations of learners: What are their expectations concerning teachers' attention to their personal abilities, teacher support and the recognition of their needs, and to what extent are these expectations met by teachers? Our main assumption is that the greater the difference between learner's expectations and teacher practice, the more likely learners are to become disengaged and be absent from school, and this may lead to school dropout in the future. We use a database of N = 420 learners in 7 randomly selected institutions of second chance education in Germany. Results show, that (1) on average, adult learners tend to expect teachers to take an interest in their personal problems and to take responsibility for their learning process. However (2), 30% of learners experience teachers who are a) more or b) less learner-oriented than they expected them to be, and (3) students in group (b) show considerably lower school engagement and higher absences than students in group (a). Results are discussed with regard to practical implications for second chance education.

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Emotional school engagement among minority youth: The relevance of cultural identity, perceived discrimination, and perceived support

Cited by 39 publications

References 40 publications

Discrimination Among Youth of Immigrant Descent in Germany

Discrimination Among Youth of Immigrant Descent in Germany

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers’ Use of Reward and Discipline

The gap between learners’ personal needs and institutional demands in second chance education in Germany

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